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Though widely used in the literature of sociology ideal types have received little systematic explication. One of the difficulties is the ambiguity surrounding the usage of types as theoretical or definitional statements. Beginning with the types constructed by Weber and his contemporaries the discussion proceeds by analyzing subsequent revisions as they relate to the subject matter of the social sciences. Suggestions for improving the explanatory powers of typologies are made based on the kinds of knowledge deemed relevant for observer and actor at differing levels of the social world.

Providing supplemental instruction in the skills needed to survive in a course does not require extensive external intervention; it can probably best be done by the instructor.

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don't understand why I did so poorly. I read the books, I came to every class, I took notes, I came to the help sessions, I studied for hours. When I got to the test, I just couldn't do it. What can I do?" This is the question that tries an instructor's soul because the kneejerk response-"Try harder"-is ineffective, and because it arouses the convenient but unfounded suspicion that the admissions office has finally hit bottom. If the conversation continues, the question is even more trying. Oh, we might mumble something about more regular study; that, it seems, is our favorite bit of advice. Or, we might suggest that the befuddled seek remedial help at the Learning Assistance Center. This, at least, gets them out of our offices and into someone else's across campus. None of this is very satisfying. We've never been to the Learning Assistance Center, so we don't know what goes on there, and we do know that regular study isn't the panacea we pretend it to be. We are caught in a dilemma of our own device. We've worked diligently to be sure that our courses require students to move to the application of ideas and beyond. And we know we've succeeded. Our students can't do what we ask, and there doesn't seem to be anything we can say or do to help. Of course, the dilemma can be resolved through a series of machinations. On exams, we can conspire with students to transform legitimate application questions into memory 183